1. Project Planner: Memory Box
What will the students learn? (content/skills) What will the students create? (products)
Problem solving Box made of popsicle sticks with a collection of
Planning items important and relevant to their lives.
Practice with writing narratives Students will also write a narrative about a
particular memory a la Eleven.
What is the Essential Question(s) that will drive this project?
• How are memories associated with the objects we keep?
• What do these objects and the collection of them say about who we are?
• Are these artifacts in the way we think of them in history?
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Common Intellectual Mission
• What content/skills will ALL students learn (regardless of role or other student choices)?
Students will learn how identity is shaped by both internal identity and external objects and
communicates messages to others about us.
• What individual roles/jobs will students take on in this project?
There will be no special roles or jobs as this is an independent project.
Adult World Connection
• What is the real world application for this project? Why is this work important?
Students will discuss with their parents the significance behind these objects and share their
memory boxes with their parents and fellow classmates. This work is important because the
goal is to help students articulate their identity and share that understanding with others to
help build community among the members of the class.
• Who is the audience for the project? How will work be displayed publicly?
The audience will be fellow students and parents.
• How will you connect adults and professionals from outside of school to the project?

2. For this project, there will not be an outside perspective. Possibly the principal will share her
memory box?
Personalization
• How will you incorporate student choice into the project?
Students will choose the items in the memory box as well as make a decision about how to
make the box with no leftover popsicle sticks.
• How will you challenge more advanced students?
The expectation is that the narrative is more complex and perhaps has to integrate all items in
the memory box in order to get them to think about the interconnectedness of the items.
• How will you support IEP students?
Students will be able to conference with the teacher to receive support about the writing.
Scaffolds for writing the narrative will be provided.
• How will you support ELL’s?
Students will be able to conference with the teacher to receive support about the writing.
Scaffolds for writing the narrative will be provided. Portions of the narrative may be written in
their native language if they are able to do so.
• How will you assess and evaluate each student’s effort and work?
Students will present their memory boxes to assess their listening and speaking skills. The
narrative will be evaluated for overall flow. The memory box will be evaluated based on how
well the student followed directions and creativity of the box itself. Reflection piece will be
evaluated to determine the extent to which students were able to answer the essential
questions.

3. Project Outline: Memory Box
Description:
In this project, you will make a memory box. Inside you will place no less than 4 items that are
important to you and reflect who you are as a person. Along with this memory box, you will
draft a short, descriptive story called a vignette associated with one of the items in your
memory box. For example, if I place a dog collar in my memory box, I might write a vignette
about how I got my dog.
Essential Questions:
Essential questions are questions you will be able to answer at the end of this project. They
are:
• How are memories associated with the objects we keep?
• What do these objects and the collection of them say about who we are?
• Are these artifacts in the way we think of them in history?
Materials:
• 50 popsicle sticks
• glue
• 4 or more personal items (student selected)
• drawing materials (optional)
Directions:
• Memory Box
o Make a box with a lid using all 50 popsicle sticks.
o Place your personal items in your box.
o Decorate the outside if you like.
o Don’t be afraid to be creative!
• Vignette
o Write a 1-2 page descriptive story based on a memory that is associated with one
or more of your objects.
 Be sure to start with an outline so you don’t forget anything.
 NOTE: I will share an example of a vignette in class so you know what to
do!
• Reflection
o Write a reflection that answers all of the essential questions.
 NOTE: This will be further explained and modeled on exhibition day,
Friday, September 18th, 2009.

4. Rubric:
A rubric is a scoring tool I will be using to give you feedback and a grade on your project.
Memory Box Narrative/Vignette Reflection Presentation
The box used all 50 Narrative/vignette is a Reflection is very Student uses
popsicle sticks and had a story incorporating thoughtful and fully outstanding articulation
lid. Box is well made multiple items from the addresses the essential and projection and
4 and demonstrates memory box into the questions. reflects strong
creativity in design. narrative. Vignette has understanding of how
Selection of items is strong flow and makes items in the memory box
thoughtful and creative. sense to the reader. reflect personal identity.
The box used all 50 Narrative/vignette is a Reflection is thoughtful Student uses strong
popsicle sticks and had a story incorporating at and addresses the articulation and
lid. Box is well made. least one item from the essential questions. projection and reflects
3 Selection of items is memory box into the good understanding of
thoughtful and creative. narrative. Vignette has how items in the
good flow and makes memory box reflect
sense to the reader. personal identity.
The box did not use all Narrative/vignette is a Reflection needs some Student uses
50 popsicle sticks and/or story incorporating at more work and may not inconsistent articulation
have a lid. Box needs least one item from the address all the essential and projection and
some additional work. memory box into the questions. reflects limited
2 Selection of items may narrative. Vignette understanding of how
not fully reflect you as needs some work on its items in the memory box
an individual. flow and may not make reflect personal identity.
sense to the reader.
A box was not made. A narrative/vignette was A reflection was not A presentation was not
Items were not selected. not written. written. given.
1
Due Dates:
• Memory Box: Created by Monday, September 14th, 2009
• Personal items: Must be in the box by Monday, September 14th, 2009
• Vignette:
o Outline of story: Tuesday, September 15th, 2009
o Final product: Friday, September 18th, 2009
• Exhibition/Presentation: Friday, September 18th, 2009
• Reflection: Monday, September 21st, 2009